1. Response to Intervention By Kristy Shinaver

2. What is Response to Intervention (RtI)?  A multi-tiered method of service delivery in which all students are provided an appropriate level of evidence-based instruction based on their academic needs  Involves frequent assessment of students’ progress, data-based decision making, and placement of students within a range of instructional supports

3. What do we need to be able to implement a Response to Intervention model?  Assessment system that includes periodic universal screening and frequent/continuous progress monitoring  Instructional system that includes scientifically supported core curriculum and scientifically supported Tier 2 and Tier 3 interventions  Data management and decision making system that includes methods for organizing data and a “play book” for making decisions

4. Examples of Assessment Systems used for RTI  DIBELS: Dynamic Indicators of Basic Early Literacy Skills  AIMSweb

5. Tier 1 – All Students High Quality Standards – Aligned Curriculum and Instruction  High quality differentiated instruction  Scientifically-based Reading and Math instruction (NCLB requirement)  Proactive assessment practices (universal screening) for early identification of students needing more intensive instruction and intervention to accelerate progress Information from ODE

6. Tier 2 – Targeted/Supplemental Intervention for some students (about 10 – 15 % of students)  Supplemental interventions that are data-driven, research-based and automatically provided  Interventions delivered through flexible scheduling, and flexible use of resources  Regular monitoring of student progress Information from ODE

7. Tier 3 – Individualized Intensive Interventions for a Few Students (about 1 – 5 % of students)  Individualized interventions for the most severe academic problems  Very frequent progress monitoring  Use of data gathered through targeted and intensive interventions can be used to determine eligibility for special education and the ongoing provision of these interventions within special education if a student is determined to be a student with a disability Information from ODE

8. Why RTI?  An emphasis on early intervention and prevention --It is more effective to identify and intervene with student needs earlier than to remediate later  Eliminates poor instructional quality as an explanation for learning problems (curriculum/content – not necessarily the teacher)

9. Effects of RTI: Growing the Green  Strengthen core instruction  Improves prevention efforts  Decreases the number of students needing intensive intervention Red 1-5% Yellow 10 – 15% Green 80 – 90%

10. RTI is a Framework – Not a Program  It brings together general, special, compensatory, and gifted education with the goal of providing a system of education that meets the needs of all students

11. It is also not a special education initiative  However, the data gathered during the RTI process can also be used as part of a comprehensive evaluation to determine if a student has a specific learning disability

12. How RTI will be implemented in Swanton  Tier 1: all students will receive core curriculum (Haughton-Mifflin) and DIBELS ORF assessment 3 times each year  Tier 2: yellow zone students will receive core curriculum and Read Naturally plus progress monitoring  Tier 3: red zone students will receive core curriculum, diagnostic testing to determine what targeted interventions are needed, and weekly progress monitoring to see if intervention should continue or be altered

13. Where Can I Find Resources to Support RTI Implementation?  RTI Action Network: http://www.rtinetwork.orghttp://www.rtinetwork.org  National Center on Response to Intervention: http://www.rti4success.org http://www.rti4success.org  Response to Intervention Blueprint Series: http://www.nasde.org http://www.nasde.org  National Center on Student Progress Monitoring: http://www.studentprogress.org/default.asp http://www.studentprogress.org/default.asp

14. Research-Based Literacy Instruction and Interventions  University of Oregon – Big Ideas in Beginning Reading: http://reading.uoregon.eduhttp://reading.uoregon.edu  The Florida Center for Reading Research: www.fcrr.org www.fcrr.org  The Vaughn Gross Center for Reading and Language Arts: http://www.texasreading.org/utcrla/materials http://www.texasreading.org/utcrla/materials

15. Research-Based Literacy Instruction and Interventions cont.  Stupski Foundations – Secondary Literacy Instruction and Intervention: http://www.stupski.org/puplications.htm http://www.stupski.org/puplications.htm  Intervention Central: http://www.interventioncentral.org http://www.interventioncentral.org